ABSTRACT

Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures. In an attempt to elucidate the reasons for resistance to the implementation of the 2013 education reform in Mexico, qualitative methods were used to explore the lived experiences of dissenting teachers of the National Union of Education Workers (SNTE) over the cycle of policy in depth. This qualitative study analyzed the narratives of participants. The results revealed manifestations of power in four main categories: (1) agenda-setting imposition; (2) a policy formulation process led by social, economic, and political elites; (3) scientific legitimization; and (4) resistance to the implementation. Results showed that participants’ resistance was primarily triggered by feeling that teachers’ interests were excluded in the policymaking process. Therefore, in the future, democratization of the education policy-making process is a must within the Mexican context.

摘要

教育研究人员需要更多地关注理解实施者的观点，以此作为防止未来实施失败的一种手段。为了阐明阻碍墨西哥实施 2013 年教育改革的原因，我们使用定性方法深入探讨了全国教育工作者联盟 (SNTE) 持不同政见的教师在政策周期中的生活经验。这项定性研究分析了参与者的叙述。结果揭示了权力在四个主要类别中的表现：（1）议程设置强加；(2) 由社会、经济和政治精英领导的政策制定过程；（3）科学合法化；(4) 执行阻力。结果表明，参与者的抵制主要是因为感觉教师的利益在政策制定过程中被排除在外。因此，在未来，教育决策过程的民主化在墨西哥的背景下是必须的。